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Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/42204

Title: One-sided limits of a function at a point in a drug metabolism context as explained by non-compulsory secondary students
Authors: Fernández-Plaza, José A.
Rico Romero, Luis
Ruiz-Hidalgo, Juan Francisco
Issue Date: 2015
Abstract: We present the results of an exploratory and descriptive study performed with Spanish students in Non- Compulsory Secondary Education focusing on how they explain the meaning of both one-sided limits within a temporal phenomenon (drug metabolism) given by a graphical non-authentic model. We organised the given explanations according to the following options: Only calculation; interpretation in a neighbourhood (locally); meaning of the value (pointwise); direction of approaching in time with regard to right-sided limit. We also highlight a particular attention to other elements of the model apart from limiting notions and some difficulty to give sense to right-sided limit, possibly because the direction of approximation is contrary to the natural progression of time.
Sponsorship: This study was performed with aid and financing from Fellowship FPU AP2010- 0906 (MEC-FEDER), project EDU2012-33030 of the National Plan for R&D&R (MICIN), Subprogram EDUC, and group FQM-193 of the 3rd Andalusian Research Plan (PAIDI).
Publisher: Charles University. Faculty of Education; European Society for Research in Mathematics Education (ERME)
Description: Ninth Congress of European Research in Mathematics Education (CERME 9). Prague, Czech Republic, 4-8 February 2015.
Keywords: Partial modelling activity
One-sided limits
Nonauthentic drug metabolism model
Spontaneous extension of a model
Graphics
URI: http://hdl.handle.net/10481/42204
ISBN: 978-80-7290-844-8
Citation: Fernández-Plaza, J. A.; Rico Romero, L.; Ruiz-Hidalgo, J. F. One-sided limits of a function at a point in a drug metabolism context as explained by non-compulsory secondary students. In: K. Krainer, N. Vondrová (eds.). Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education. Prague (Czech Republic): Charles University; ERME, 2015. pp. 862-868. [http://hdl.handle.net/10481/42204]
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